Scholarly productivity, publication outlets and article themes of faculty in APA-accredited school psychology programs: 1995--1999

This study examined the scholarly productivity of faculty in school psychology programs accredited by the American Psychological Association (APA) from 1995–1999. In addition, the author identified the major journals in which faculty published their work and the article themes for the most productive programs. Faculty members' productivity ratings were based on journal were computed primarily via an authorship credit formula in which first authors receive the greatest amount of credit and succeeding authors earn decreasing amounts of credit for publications. However, the actual number of publications also was computed for comparison with the authorship credit ratings.; The analysis of the principal journal outlets for school psychology faculty profiled the primary journals in which school psychology faculty published their work. Data were divided into two journal sets: primary and secondary. The primary set included only the major school psychology journals and the secondary set included journals outside of the major school psychology journals.; also was conducted for the ten programs having the highest productivity ratings during the 1995–1999 time period. The articles were categorized by article targeted four broad themes: assessment, consultation, intervention, and professional issue.; The results indicated that the most productive school psychology programs were essentially the same whether measured by authorship credit or number of publications. Texas A&M University, Lehigh University, and Louisiana State University (LSU) were the three most productive programs, respectively. Also, school psychology faculties published more frequently per journal within school psychology journals than in non-school psychology journals. Nonetheless, significant contributions were made to non-school psychology journals. The major publication outlets outside of traditional school psychology journals included journals focusing on behavior, assessment, education, neuropsychology, special education, psychiatry, and clinical child psychology.; The most prominent theme of articles published by top ten school psychology faculties from 1995–1999 was professional issues. The articles on professional issues most frequently were descriptive studies. Intervention articles surpassed assessment articles in total number of publications, whereas consultation articles were least emphasized overall.